'Soft' Sciences ignored in our education system.

Arts or Science education? Which path should young people follow? Why do students seem to prefer an ‘Arts’ stream to follow, over ‘Science’?  Why has Exxon Mobil donated over USD110 million to the ‘Science, Technology, Engineering and Maths’ (STEM) study initiatives in Malaysia this year, bringing the total contribution of USD 600 thousand (RM2.4 million) since 2010?

As reported in the media this week, they say “As a company which depends on technology as its life-blood, Exxon Mobile understands the need to support and promote an interest in STEM, among young people, wherever we operate”.   As their Chairman went on to add – “we rely heavily on Scientific, Engineers, and Researchers to find, develop and produce the much-needed oil and natural gas resources in a safe, reliable and efficient way while at the same time minimizing environmental impacts.”

As the primary sponsor of the National Science Challenge, Exxon Mobil contributed funding for the Academy of Sciences Malaysia for this annual challenge.

But how will such contributions stimulate the young to follow a science stream, when perceptions are that an ‘Arts Stream’ is so much easier?  Perhaps a future workforce, to become skilled in STEM, will help the economy with its technological challenges.

Should we encourage children from young to embrace technology more? When we give our 5 or 6 -year olds an IPAD? Is this a good way?  They may grow up to be tech savvy but become less socially adept – lacking the development of socio-emotional and interpersonal skills. Is this a healthy balance? What should this balance entail?

On another note – science  the ‘social sciences’ which incorporates the behavioural sciences of sociology, psychology and such related areas of understanding how our culture, personality, gender or generational differences influence individual and group behaviours. All so essential for teamwork and leadership. For example, engineers may become excellent in planning, design and project management, but once they have to hire, motivate and lead a diverse team of generation Y people, of different ethnicities, gender and personality types, they may not do as well.  

Should not the STEM initiative include under ‘science’, both the ‘hard’ or ‘soft’ skills? After all – Neuroscience, Biology, Brain Physiology, and why we each develop different personalities may be equally important to know. Even engineers need to understand their own cultural and personality traits or preferences, and what drives them to excel in different areas. Not all engineers may be interested in developing these ‘soft’ skills – but eventually, they may find themselves having to be a team player, or even a leader, counsellor, coach or mentor. I feel science studies should be more ‘wholistic’ and include Biology, Sociology, Psychology and the growing discipline of Neuroscience, all of which need a fundamental knowledge of  chemistry and maths. If we were to develop a science school curricula that was more wholistic and use ‘project based learning’ that incorporates all the above – then student’s may suddenly become much more interested and motivated to embrace a more ‘meaningful’ approach to science. What I call a pragmatic approach to life-skills development. A more ‘whole brained’ approach to learning – where both logic and our emotions are better understood and where, nature, aesthetics,and beauty can also be appreciated. What we might call a more ‘enriched’ learning environment.

So these are some ideas for my ‘maiden’ blog. I look forward to your ideas and insights  and shared wisdom. I am also editing a new book on ‘learning’, inspired by the several provocative articles published  in the International Journal of Inter-Disciplinary Learning (IJIL). You can check this out in the  Cambridge Global Learning, UK – website:www.cambridgegl.co.uk